Session Information
99 ERC SES 04 J, Inclusive Education
Paper Session
Contribution
Overview of Research Questions, Objectives, and Theoretical Framework:
Existing research suggests that anxiety can emerge in children as young as five years old, yet the exploration of childhood anxiety is limited due to its discreet manifestations. Aligned with the conference theme 'Education in an Age of Uncertainty: Memory and Hope for the Future,' this study emphasises every child's right to timely support within their natural environment. Building on a recent systematic literature review (Choy et al., under review) on effective interventions for anxiety in children aged 2-12 years, including those with co-morbid autism spectrum condition (ASC), we developed an innovative program integrating collaborative play and evidence-based strategies. The primary aim of the 14 to 33-week fieldwork was to examine methods for reducing anxiety in children, with and without ASC, and assess potential enhancements in social skills and executive functions. Additionally, the study aims to explore the role of the broader school environment in supporting children experiencing anxiety, whether it be generalized or social anxiety. The investigation also explored the short-, medium-, and long-term implications associated with anxiety events, encompassing psychological, emotional, behavioural, and social dimensions. The key research questions guiding the study were:
1. Did the implementation of a 14 to 33-week "build-to-play" approach lead to reduced anxiety, as reported by teachers, parents, and researcher-conducted observations among a sample of 12 children (aged 4-6 years) experiencing anxiety (n = 9) or anxiety and ASC (n = 3)?
2. Did a whole class approach to educating children about anxiety, utilising 'bibliotherapy' within the classrooms of the 12 children, result in a better understanding of anxiety, coping mechanisms, and assisting others in managing anxiety?
3. Throughout the fieldwork, what co-constructed strategies were identified through interviews (n = 12) with parents (N = 11 single, 1 dyads) and teachers that supported the reduction of anxiety?
Theoretical Background
The theoretical framework includes four foundational theories essential for shaping the methodology and research design. These theories not only establish a theoretical framework but also direct the application of crucial methodological tools, such as data triangulation and the utilisation of multiple informants, ensuring a thorough interpretation of results. To commence, this paper presents theories concerning the comprehensive development of a child, encompassing dimensions of physical, emotional, cognitive, social, language, and communication. Building upon this foundational understanding, the subsequent section concentrates on situating a child within a broader contextual framework. Following this, an in-depth exploration of Bronfenbrenner's ecological model (1979, 1989) unfolds, presenting both the original model's micro, meso, exo, macro, chrono systems and the person-process-context-time framework.
Subsequently, the Universal Design (UD) framework unfolds, strategically adopted from the study's inception to ensure inclusivity. Specifically, Universal Design for Learning (UDL) (Rose & Meyer, 2002) is elucidated, underscoring its role in promoting inclusion from the project's inception.
Following this, the developmental-transactional model (Rubin et al., 2009) is presented, examining the nuanced development of anxiety and the identification of associated risk factors.
Finally, the Empathising-Systemising Theory (Baron-Cohen, 2009) is explored to elucidate the strength-based paradigm for children with anxiety conditions and Autism Spectrum Conditions (ASC), providing valuable insights to inform interventions for this distinctive population. In summary, this paper not only synthesises and contextualises these four theories but also underscores their direct application in the prevention and early intervention strategies within the scope of our ongoing study. This integrative approach emphasizes the pivotal role these theories play in shaping the practical facets of the research, ensuring a comprehensive and nuanced exploration of anxiety in children.
Method
Methods: In addressing the three research questions, multiple case studies spanning 14 to 33 weeks were conducted across two primary schools in Dublin City, Ireland. The rationale for the number of sessions will be presented. Each case study involved the child, the peers, the parent, and the teacher. Data triangulation was conducted to enhance the credibility and validity of the research. The deliberate selection of a mixed methodological approach, incorporating both quantitative and qualitative methods, was motivated by the desire to capitalise on the strengths of each paradigm. This design ensures a comprehensive exploration of the research questions, encompassing statistical trends and nuanced qualitative insights. The research introduced a tailored "build-to-play" approach, influenced by the theoretical framework. Utilising instruments such as interviews, the Preschool Anxiety Scale (Edwards et al., 2010), and the Strength and Difficulties Questionnaire (Goodman, 2001), this study sought to evaluate the effectiveness of a school-based program for young Irish children and its potential to enhance understanding of anxiety among children, parents, and teachers. The primary objective of this endeavour was to gain insight into the nature and processes of anxiety development and its impact on young children. While previous research on childhood anxiety has predominantly adopted a clinical and psychological perspective, this study aligns within a psychological framework, advocating for the use of mixed methods in both data collection and analysis to broaden the methodological scope and offer varied perspectives and insights (Borkan, 2004). This paper presents the three components constituting the current study, consisting of one quantitative study and two qualitative components. The three study components are delineated as follows: (a) Component One involves “build-to-play” children’s groups- with pre- and post-assessments using the Strength and Difficulties Questionnaire and Preschool Anxiety Scale for childhood anxiety, supplemented by the researcher's session notes; (b) Component Two entails whole-class storybook reading on the topic of anxiety along with associated questions, utilising 'bibliotherapy' (Monroy-Fraustro et al., 2021) within the classrooms of the 12 children; (c) Component Three includes parents and teachers’ pre- and post-semi-structured interviews. The delivery of the "build-to-play" approach in the schools was facilitated by the researcher, a qualified speech and language therapist, play therapist, and counsellor. Sessions were scheduled either before or after school, aligning with a UDL approach that incorporated input from school management to ensure feasibility and participant well-being. Ethical considerations will be presented.
Expected Outcomes
Results: The research project extended over two school years, commencing in May 2022 after the COVID-19 pandemic and concluding in June 2023. An innovative "build-to-play" approach, influenced by Universal Design for Learning (UDL) and Bronfenbrenner's bio-ecological framework, was specifically tailored for this investigation. Significant and dual benefits emerged as primary findings, characterized by a notable reduction in childhood anxiety and the fostering of a collaborative comprehension of the nature of anxiety and effective coping strategies. A tangible outcome of this initiative was the development of user-friendly resource packs for parents and teachers. The interdisciplinary nature of the project, encompassing mental health, inclusive education, and early intervention, contributed to the creation of a continuous professional development course for educators and professionals. This initiative is in alignment with the United Nations Sustainable Development Goals 4 (Quality Education) and 10 (Reducing Inequality), with the aspiration to achieve these goals by the year 2030, in Europe and beyond. The theoretical frameworks that guided this research were firmly grounded in Universal Design for Learning, emphasizing enhanced access to participation, and the bio-ecological model, fostering collaborative engagement among children, peers, parents, and teachers to provide support. The active involvement of stakeholders played a crucial role in facilitating the co-construction of knowledge within school settings, yielding a synergistic outcome in the form of user-friendly resource packs designed for both teachers and parents.
References
References: Baron‐Cohen, S. (2009). Autism: the empathizing–systemizing (E‐S) theory. Annals of the New York Academy of Sciences, 1156(1), 68-80. Borkan, J. M. (2004). Mixed methods studies: a foundation for primary care research. The Annals of Family Medicine, 2(1), 4-6. Bronfenbrenner, U. (1979). Contexts of child rearing: Problems and prospects. American psychologist, 34(10), 844. Bronfenbrenner, U., & Morris, P. A. (1998). The ecology of developmental processes. Choy, S. W.-W., Mc Guckin, C., Twomey, M., Lynam, A., Fitzgerald, G. (under review). To Fill the Gap: A Systematic Literature Review of Effective Group Play-based Intervention to Address Anxiety in Children Aged 2-12 years with Autism Spectrum Conditions. Education Thinking. Edwards, S. L., Rapee, R. M., Kennedy, S. J., & Spence, S. H. (2010). The assessment of anxiety symptoms in preschool-aged children: the revised Preschool Anxiety Scale. Journal of Clinical Child & Adolescent Psychology, 39(3), 400-409. Goodman, R. (2001). Psychometric properties of the strengths and difficulties questionnaire. Journal of the American Academy of Child & Adolescent Psychiatry, 40(11), 1337-1345. Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Association for Supervision and Curriculum Development. Monroy-Fraustro D, Maldonado-Castellanos I, Aboites-Molina M, Rodríguez S, Sueiras P, Altamirano-Bustamante NF, de Hoyos-Bermea A and Altamirano-Bustamante MM (2021) Bibliotherapy as a Non-pharmaceutical Intervention to Enhance Mental Health in Response to the COVID-19 Pandemic: A Mixed-Methods Systematic Review and Bioethical Meta-Analysis. Front. Public Health 9:629872. doi: 10.3389/fpubh.2021.629872
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